Essentials of literacy from 0-7 years: a whole-child approach to communication, language and literacy

About the authors

Introduction and acknowledgements

Introducing the community of learners

The importance of a rich language environment, with multi-sensory experiences

A broad, rich and deep curriculum, across all areas of development and learning

Learning together, adults and children

Thoughts to take with you as you read the book

Summary - the essentials of literacy

1. Introducing the essentials of communication, language and literacy

When should children be taught to read and write?

Key moments in the journey towards literacy

In order for young children to (later) be able to read and write independently, these are the essentials of literacy

Taking traditional practice forward in a learning community

2. Observing children in an enabling environment

Observing children

Assessment

Continuing the learning journey: moving to a school where there is good early years practice until children are seven years old

Creating the atmosphere

The (hidden) importance of play

Sharing books together, as well as looking at books alone

Meaningful print

Movement, dance and music

Powerful first-hand experiences which support children's understanding of rhymes

Opening up the world of communication, language and literacy in an enabling environment

3. Parent/baby songs

The development of the brain

The first few months - looking, listening and moving

Parents and carers interacting with very young children through movement and non-verbal communication in dance-like ways

Parent/baby songs

In summary

4. Finger rhymes

The relationship between finger rhymes and action songs - on the spot and moving around

Sitting - looking at fingers and thumbs

Crawling - balancing and travelling at the same time

Introducing finger rhymes to children

Stage 1.

Stage 2.

Stage 3.

Finger dexterity as emergent 'writing'

Finger rhymes should not be used in isolation from other types of rhyme

Stage 1.

What were the results (outcomes) for Stage 1 finger rhymes?

Stage 2.

What were the results (outcomes) for Stage 2 finger rhymes?

Stage 3.

What are the results (outcomes) for Stage 3 finger rhymes?

In summary

5. Mark-making and writing

Mark-making

Getting the idea of flow in writing

From a three-dimensional world to a two-dimensional world

Key messages about children beginning to write

6. Action songs - on the spot

Who started the tradition of singing action songs with children?

Why does the tradition continue today? Is it still a valuable tradition?

The upper body: non-locomotion action songs

Head to feet - the order in which the brain develops co-ordinated movement

Action songs using the body, but on the spot (non-locomotion)

Stage 1. action songs - upper body simple rhymes and movements

Stage 2. action songs - more upper body movement sequences and several verses

Stage 3. whole-body non-locomotion action songs

In summary

7. Action songs - moving around

Why locomotion action songs come later

Action songs involving locomotion

Action songs that become ring games

Action songs that create a drama

In summary

8. Nursery rhymes

Nursery rhymes are part of the canon of literature in the English language

The sounds of language

Using nursery rhymes - strengthening what comes naturally to children

Traditional nursery rhymes selected to develop phonemic awareness

The importance of not rushing children through their journey into literacy

In summary

9. Poetry cards: mapping sounds onto letters

Why use poetry cards?

What are poetry cards?

Making the poetry card

Poetry cards give children anchor points

Recognizing words and understanding what they mean

In what order should children be introduced to the linking of sounds with letters?

In summary

Bibliography

Index